St Mary s Seminary & University Guide to Academic Writing

Transcription

1 St Mary s Seminary & University Guide to Academic Writing Mary Reisinger (Ecumenical Institute) Bill Scalia (School of Theology) Emily Hicks (School of Theology)

2 Introduction St. Mary s Seminary & University is a place of great diversity. The School of Theology prepares seminarians from the United States and all over the world for priesthood. The Ecumenical Institute provides advanced theological education for students from many branches of the Church. Members of St. Mary s student body have various academic, vocational, and cultural backgrounds. To help equip all students for the academic writing required in theological study, we have prepared this brief guide to common types of writing tasks, general characteristics of effective writing, and the Chicago Manual documentation of sources. Sample papers written by St. Mary s students appear in an appendix at the end of the booklet. The advice in this document is intended to be generally useful. However, preferences vary from one instructor to another. Students should carefully follow the requirements each professor sets for assignments. We wish all students an inspiring and rewarding experience as they embark on this journey of discovery and transformation. Acknowledgments We have appreciated the substantial contributions many of our faculty colleagues have provided. Whether you caught an error, suggested an addition or revision, endorsed a portion of the text, or supplied a sample of student writing, we thank you. We are especially grateful for the support and guidance of Dr. Michael J. Gorman, dean of the Ecumenical Institute; Dr. Pat Fosarelli, Associate Dean of the Ecumenical Institute; Fr. Timothy Kulbicki, dean of the School of Theology; Fr. Edward J. Griswald, Vice Rector of St. Mary s Seminary & University; and Fr. Thomas Hurst, President-Rector of St. Mary s Seminary & University. Finally, this guide has been shaped by our experience working with many St. Mary s students. Some of them have graciously allowed their papers to be included here as samples; we thank them. We salute all our students, who teach us a great deal about writing instruction.

3 Table of Contents Types of Academic Writing Used in Theological Study... 1 Case Study... 1 Critique (sometimes called Review or Critical Response)... 1 Essay... 1 Exegesis Paper... 2 Homily / Sermon... 2 In-Class Exam... 3 Journals... 3 Pastoral Narrative... 3 Précis (See Summary)... 4 Reflection / Reflection Paper... 4 Research Paper... 4 Review (See Critique)... 5 Sermon (See Homily / Sermon)... 5 Summary (sometimes called Précis)... 5 Verbatim... 5 Effective Academic Writing... 5 Unity... 5 Support... 5 Coherence... 5 Correctness... 6 Appropriate Style... 6 Scholarship... 6 Inclusive Language... 7 General Guidelines for Research Writing... 8 Checklist for Revising and Proofreading... 8 Checklist for Revising and Proofreading... 9 Academic Integrity and Plagiarism Avoiding Plagiarism Using Quotes Full Direct Quote Block Quote Coordinating Capitalization Style in Quoted Text and in Student Text Additional Note on Capitalization in General Text Turabian Formatting Checklist Chicago Manual Citation of Sources in Notes and Bibliographies Documentation of Sources A Word About Turabian Organization of A Manual for Writers of Term Papers, Theses, and Dissertations by Turabian BOOKS: General Information Examples of Turabian Citations: Books ARTICLES: General Information Electronic, Unpublished, and Special Sources: General Information Citing Catholic Documents Using Turabian Citing Dictionaries, Encyclopedias, Commentaries, Study Bibles, and the Catechism Title Pages and Headings Appendix I: Student Writing Samples... 31

4 Types of Academic Writing Used in Theological Study Following are brief descriptions of typical assignments that theological students will complete. The specific requirements of assignments will vary, depending on the class and the professor s preferences. Students are responsible for carefully following these requirements and asking for clarification when necessary. Case Study Purpose: Write details of a specific incident or ruling and respond. Requirements: Evaluate key points of the case; Analyze the significance of the resulting ruling or action; Respond to instructor questions; Write in the third person (he/she/it). Organization: Summarize the key points and the resulting ruling or action. Evaluate the case by responding to instructor questions. Critique (sometimes called Review or Critical Response) Purpose: Summarize and evaluate another s work, such as an article, book or film. Requirements: Extended summary (audience, purpose, thesis, development) Evaluation of strengths, weakness, and effectiveness Recommendations about the usefulness (?) of the work Reflection on reviewer s response Citations informal. Page number in parenthesis after quotes and paraphrases. Organization Bibliographic Citation at the top of the page (unless indicated otherwise by professor) Summary (minimum: one-third/ maximum: three-quarters of the critique) Evaluation (minimum: one-quarter/ maximum: two-thirds of the critique) Essay Purpose: Extended academic paper which establishes a thesis, supports the thesis, and forms a conclusion based on the support. Requirements: Introduction, thesis, support, conclusion; Research and/or referring (?) to a specific text; Third person (he/she/it) Organization Introduction with thesis Supporting paragraphs Conclusion St Mary's Seminary & University Student Writing Guide 1

5 Exegesis Paper Purpose: Explore the meaning of a passage from Scripture. Requirements: Explication: Through research and careful study, consider how the biblical text would have been perceived by its original audience Application: Consider what the pericope means to today s reader Developed thesis throughout the paper Organized into the following sections: Survey (Overview): introduces the passage and indication of the thesis that will be developed Contextual Analysis: describes the historical setting of the text and its literary contexts; this is sometimes divided into separate historical and literary context sections Formal Analysis: 1. identifies the passage s literary form (e.g., lament, healing narrative, etc.) characteristics of this genre as they influence meaning 2. examines the structure and movement of the passage, including indications that the passage can be considered to be a single sense-unit Detailed Analysis: analyzes the text verse-by-verse or section-by-section, with special attention to development of the paper s thesis Synthesis (Conclusion): brings together the various kinds of evidence collected to create a conclusion that restates the thesis Reflection: considers the implications of the text and/or the thesis of the paper for people today Homily / Sermon Purpose: Explain the meaning of a biblical text and its application for the people of God today, within the context of worship- necessary Requirements: Keep in mind that speaking forms are different than writing forms. Keep sentence structure simple; Make sure the relationship between the subject and object is clear; Use language that the audience will understand; Follow the instructions of the homiletics professor for the methods and assignment guidelines. Note: homily most often used by Catholics and sermon, message, or teaching by Protestants. In-Class Exam An in-class exam will ask the student to respond to a question, or series of questions, in a specified time and specified length. In order to best meet the requirements of the in-class exam, it is important to remember four points: St Mary's Seminary & University Student Writing Guide 2

6 Understand what is being asked, and be sure to answer the question. A question might ask the student to consider a number of options or to respond to several aspects of a topic. The question might include language that qualifies the kind of response sought. The student should read the question carefully and be sure to understand what is being asked. As simple as this may seem, answering the question that is being asked all parts of the question is the student s prime responsibility. Look for action verbs that direct the response. The question will include terms such as analyze, compare, reflect on, etc., that tell the student how to approach the answer. These terms will determine the specific methodology the student should employ when organizing the response. Outline the answer before writing. Because of time limits, order the points of the answer logically before writing. Outlining the answer serves two purposes: the outline serves as a guide to ensure the answer is logically and effectively developed; and the outline provides for the instructor an idea of the student s intentions if the student does not have time to complete an answer. Allow time for outlining and proofreading. The student should allow five minutes of exam time for each of these activities. Journals Purpose: Show the development of a student s thinking as a result of readings, lectures, experiences, etc. Requirements: As assigned by the professor. Be sure to note: o Length o Frequency o Type of content o Any other guidelines Pastoral Narrative Purpose: Describe your pastoral experience and its impact on you. Requirements: Describe : o your response to the experience; o the influence it has had on your ideas about self, God, and other life issues. Evaluate your: o interpersonal skills (relating with others); o ability to take the initiative in meet the needs of others; o ability to find creative solutions to problems. Focus on who, what, when, how but NOT why. o Do not assume the feelings or motivations of others unless they have been clearly stated. Reflect on your feelings about the experience. Précis (See Summary) Reflection / Reflection Paper Purpose: Narrate, examine, and evaluate the writer s personal observations and experiences of a subject. St Mary's Seminary & University Student Writing Guide 3

7 Requirements: Respond to readings, interviews, lectures, or experiences as assigned by the professor; Respond to specific questions from the professor; Organize, develop and support; Use style and language appropriate to the assignment; Paraphrase and summarize appropriately. Organization: Summarize or evaluate some part of the assigned material; Relate this topic to the writer s own experience or observation of life today. Research Paper Writers of research papers choose a topic, formulate a question to answer, collect information from various sources, and present the answer to the question in written form. Best practices with research papers include these: The organization of the paper is clear to the reader. The paper contains an introduction, an extended body, and a conclusion. For papers of more than a few pages, the use of subheadings (section titles) throughout the paper can assist the writer to stay focused and the reader to follow the paper s structure. The thesis is clearly stated; The paper shows evidence of original thinking and analysis. Sources are used to support the thinking that the writer has developed. All information that is paraphrased or quoted is correctly identified. Quotes are accurate. Quoted material is placed within quotation marks or block quoted form. Appropriate documentation indicates the sources of information, interpretations, and quotations. Documentation of sources follows Turabian s Notes-Bibliography style, unless the teacher specifies a different style. In addition to text references (footnotes, endnotes, or parenthetical citations), all sources are identified in a list of sources, normally called the Bibliography or Works Cited. As in all academic writing, the paper uses standard American-English grammar, punctuation, capitalization, and spelling; it evidences careful drafting, revision, editing, and proofreading. The paper follows the length and format (title page, title, sections, etc.) requirements set out by the professor. Review (See Critique) Sermon (See Homily / Sermon) Summary (sometimes called Précis) Purpose: Briefly describe another work, the work s intended audience, purpose, thesis, and development. Organization: Bibliographic citation placed at the top of the summary (unless the professor instructs otherwise) Citations are informal (page numbers are placed inside parentheses after quotes and paraphrases. St Mary's Seminary & University Student Writing Guide 4

8 Verbatim Purpose: Reproduce a conversation related to ministry and explore the content and meaning of this conversation. Requirements: Dialogue; Parenthetical description of physical gestures and other details; Analysis of the conversation. Effective Academic Writing The following six characteristics of academic writing determine how well a writer s ideas are communicated to the reader. A writer who expresses his or her views clearly, concisely, and precisely helps the reader understand the purpose and ideas of the paper or other assignment without ambiguity or confusion. Unity Express the main idea for the writing assignment. There is usually a thesis statement for the paper, a topic sentence (or clear topic) for each paragraph, and a conclusion that restates the thesis. All ideas must be clearly related to the portion of the text. All parts must relate to the thesis of the entire paper. Support Academic writing requires adequate and appropriate facts, examples, reasons, and arguments to develop and support the main idea. Coherence Organize all the material in a logical order so that it is easy for the reader to follow. According to the assignment, the ideas should be ordered logically. This could be by importance, time, space, general to specific, specific to general, or by some other standard. Use transitional words and phrases to show the reader the relationship of one idea to another. Correctness Proofread carefully to eliminate errors such as inaccurate or incomplete factual details, incorrect or non-standard spelling, poor word choice, incorrect punctuation, capitalization errors, lack of grammatical agreement, and incorrect or awkward sentence structure. Documentation of sources is critical in academic writing, and it should be created according to the required style, which at St. Mary s is normally the Chicago Manual style as summarized in Turabian. Quoted material should be copied exactly as it appears in the source; any changes that are made must be indicated by editorial brackets: [ ]. Appropriate Style Academic writing is usually moderately formal; whatever its level of formality, it benefits from these qualities: Focus: There is a clear central topic; everything in the paper contributes to developing this topic or idea. St Mary's Seminary & University Student Writing Guide 5

9 Vitality: Use action verbs, direct phrasing, minimal passive voice (active: Paul broke the window; passive: The window was broken), and other factors to create lively, energetic prose. Avoid redundancy (unnecessary repeating of ideas). Originality: The content may not be original, but the writer avoids clichés ( time will tell, one step at a time ) and tired phrases and uses fresh images for clarity. Smoothness: Wording and organization, especially transitions, are graceful and easy; they avoid jolting the reader. Parallelism: When words, phrases, or clauses are in pairs or series, they should be in similar form. Here is an example of a non-parallel series: Following Jesus crucifixion, the disciples were grief-stricken, confused, and they were afraid. (adjective) (adjective) (subject + verb) Correction: Following Jesus crucifixion, the disciples were grief-stricken, confused, and afraid (adjective) (adjective) (adjective) Variety / Interest: The writer creates variety and interest by incorporating different sentence patterns, metaphors, idioms, colorful words, appropriate repetition, and other rhetorical devices. This should be done in moderation. Precision: The writer uses appropriate factual material, accurately quoted or paraphrased, to represent the ideas of others, as well as careful, precise wording to articulate his or her own ideas. Precision is an especially important aspect of theological writing. Scholarship Present reasonable analyses, explanations, opinions, critiques of other, conclusions calmly, not emotionally; Use credible and respected sources; Acknowledge different positions; Support claims with evidence and careful argument; Quote and paraphrase correctly in order to avoid plagiarism; Construct citations and bibliographies correctly. Inclusive Language Writers should avoid language that makes assumptions about gender. When those being described could be of either gender, consider these options: Use gender-neutral terms Use the plural form for nouns and pronouns Include both male and female pronouns Non-inclusive wording mankind, men (meaning males and females) policeman, policewoman mother, fathers girls, boys Each student planned his presentation. Gender-neutral alternatives humankind, people, humanity, human beings police officer parents, guardians, caregivers children, young people, teenagers The students planned their presentations. Each student planned his or her presentation. St Mary's Seminary & University Student Writing Guide 6

10 Examples: Our congregation hopes to hire a parish nurse who has completed her training. [Not all parish nurses are women.] Possible solution: Our congregation hopes to hire a parish nurse who has completed training. The wives of clergy will tour the city center during the conference. [Not all clergy marry. Of those who do, not all are men; thus, the spouses may be male or female. Further, it cannot be assumed that none of these people have a part in the conference, or that they would all choose to take a tour.] Possible solution: Spouses of clergy who wish to do so will tour the city center during the conference. Everyone must either write a thesis or take a comprehensive examination in order to receive his master s degree. [Not all students are men. One solution, matching everyone with their, does not work because everyone is considered a singular word and the pronoun their is plural; therefore, these two words do not agree.] Possible solutions: All students must either write a thesis or take a comprehensive examination in order to receive their master s degrees. All students must either write a thesis or take a comprehensive examination in order to graduate. Members of the board will elect a chairman. [Not all candidates for this position will be men.] Possible solution: Members of the board will elect a chairperson. St Mary's Seminary & University Student Writing Guide 7

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12 General Guidelines for Research Writing Use correct form for citations and source lists; even periods, commas, and spaces matter. Attention to these details is part of a scholarly habit of being careful, thorough, and precise. Consult a variety of good scholarly sources journals, books, and relevant websites, among others as appropriate for the nature of the assignment. Unless directed otherwise by your professor, include only the works that are cited in the body of the paper and/or notes in the bibliography. Use enough sources to effectively support the paper s overall thesis and its subordinate claims. Be careful not to rely too much on quoted material. Strive for balance between your own analyses and quoted or paraphrased material. Appropriate reference to source material will generally result in approximately one to three footnotes per page of text. St Mary's Seminary & University Student Writing Guide 9

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22 Turabian Formatting Checklist General Format Requirements Margins Typeface 8. x 11 paper; at least 1 on all four edges of the page Times New Roman, Courier, or Helvetica font; 12 point font for the body of the paper. Spacing & Indentation Double-space all text except block quotations. No extra spaces between paragraphs Indent at the beginning of each new paragraph. Pagination Front Matter (usually just a title page): Centered, lower case Roman numerals in a footer. Text: Numbered contiguously starting with page 1 in a header on the right. Titles Title Page Bold, Centered Title should be centered, double-spaced, ⅓ down the page, subtitle on separate line. Name, course code and course name, instructor name, and due date should be centered, double-spaced, and ⅔ down the page Footnotes (see Chicago Manual Citation of Sources in Notes and Bibliographies, pp 20-25) Typeface Indentation 10 point font indentation of the first line Bibliography Typeface Spacing 12 point font Single-spaced within each entry, double-spaced between entries St Mary's Seminary & University Student Writing Guide 19

23 Chicago Manual Citation of Sources in Notes and Bibliographies (Many examples are from a guide compiled by Fr. Paul Zilonka & Dr. Michael Gorman or from Writing Theology Well: A Rhetoric for Theological and Biblical Writers, 2006, by Lucretia B. Yaghjian.) Documentation of Sources In your research papers, it is important to provide accurate citation and complete bibliographical documentation of your sources. Following are citation examples based on the guidelines found in Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 8 th ed., revised by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, and University of Chicago Press Editorial Staff (Chicago: University of Chicago Press, 2007). A Word About Turabian There is a book called The Chicago Manual; however, Kate L. Turabian, former dissertation secretary of the University of Chicago, wrote a brief guide to The Chicago Manual s methods of documentation for academic writers. This became a book, A Manual for Writers of Term Papers, Theses, and Dissertations. The current edition of this book is the standard reference used at St. Mary s Seminary & University, both in the School of Theology and the Ecumenical Institute. 1 Within the Turabian reference, two variations of CM documentation are explained: Notes-Bibliography Style Parenthetical Citations-Reference List Style At St. Mary s, students use Notes-Bibliography Style. The sample notes* and bibliographic entries here are based on Turabian s 8 th edition Notes-Bibliography Style. *Terminology: Note stands for either footnotes or endnotes. The only difference between these two forms is that footnotes appear at the bottom of the page where the cited material appears. Endnotes appear at the end of the text, at the end of the document, chapter, or book, for example. Generally, footnotes are the preferred type of note at St. Mary s. Organization of A Manual for Writers of Term Papers, Theses, and Dissertations by Turabian Part 1: From Planning to Production These chapters detail how to plan and conduct research and write a research paper. There is excellent information here about forming a hypothesis, choosing and learning from sources, drafting, and revising. Part 2: Source Citation Chapter 15 is a general introduction to citing sources. Chapters 16 and 17 show how to document sources in the Notes-Bibliography Style. These are the chapters St. Mary s students should consult. Chapters 18 and 19 explain the Parenthetical Citations-Reference List Style of documentation. This is NOT the standard style used at St. Mary s. St. Mary s students do NOT need to consult these chapters unless professors request use of Chicago Manual parenthetical citations. 1 Some disciplines require other documentation systems such as MLA (Modern Languages Association) or APA (American Psychological Association). When that is the case, please consult the appropriate references. St Mary's Seminary & University Student Writing Guide 20

24 Part 3: Style In these chapters, students will find advice on various stylistic topics ranging from spelling to incorporating tables and figures into the document. St. Mary s students should carefully review Chapter 25 on correct ways to quote sources and avoid plagiarism. Below are a few typical types of entries in their Note and Bibliographic formats. Consult chapters 16 and 17 of Turabian for more detail, especially for types of entries not covered here. BOOKS: General Information Footnotes or Endnotes for Citations from and References to Books The first line only is indented. Generally, a comma separates items from each other. Each note ends with a period. Author s first name + last name, Book title [italicized 2 ]: subtitle [if any, also italicized and preceded by a colon], Name of editor or compiler or translator [if any], Number or name of edition [if other than the first], Name of series [if any; not italicized, with headline capitalization], volume or number in the series (Publishing information within parentheses Place of publication [omit state or country for major cities] + colon: Publisher [may omit Press if not a University Press; also omit The when it is the first word and words or abbreviations such as Co. ], Date), Page number(s) of specific citation [Do not use page or abbreviations such as p. or pp.]. 2 Jon D. Levenson, The Death and Resurrection of the Beloved Son (New Haven, CT: Yale University Press, 1993), 129. Shortened Form for Subsequent Footnotes For notes that follow immediately after a note for the same source, the abbreviation Ibid. may be used, unless the professor instructs otherwise. If all the information except the page number is the same, use Ibid., page number. 3 Ibid., 134. For subsequent notes that do not follow immediately after notes for the same source, use a shortened form that includes the author s last name, a shortened form of the title, and the page reference. 11 Levenson, Death and Resurrection, 128. Bibliography Format for Books The first line begins at the left margin; subsequent lines are indented. Generally, a period separates items. Each entry ends with a period. Author s last name, first name. Book title [italicized]: subtitle [if any; also italicized and preceded by a colon]. Name of editor or compiler or translator [if any]. Number or name of edition [if other than the first]. Name of series [if any; not italicized]. Volume or number in the series. Publishing information with no parentheses Place of publication [omit state or country for major cities]+ colon: Publisher [may omit Press if not a University Press], Date [most recent year if there are multiple years given]. Levenson, Jon D. The Death and Resurrection of the Beloved Son. New Haven, CT: Yale University Press, When information is being written by hand or italicization is not available, the alternate method of identifying book and periodical titles is to underline. DO NOT underline when italics are available. St Mary's Seminary & University Student Writing Guide 21

25 Examples of Turabian Citations: Books Simple book Note 2 Craig R. Koester, Symbolism in the Fourth Gospel (Minneapolis: Fortress, 1995), 21. Bibliographic Entry Koester, Craig R. Symbolism in the Fourth Gospel. Minneapolis: Fortress, Book in a numbered series with editor other than the author Note 2 Francis J. Moloney, The Gospel of John, Sacra Pagina 4, edited by Daniel J. Harrington (Collegeville, MN: Liturgical, 1998), 129. Bibliographic Entry Moloney, Francis J. The Gospel of John. Sacra Pagina 4, edited by Daniel J. Harrington. Collegeville, MN: Liturgical, Book in a numbered series when author is also editor Note 3 Daniel J. Harrington, The Gospel of Matthew, Sacra Pagina 1 (Collegeville, MN: Liturgical, 1991), 164. Bibliographic Entry Harrington, Daniel J. The Gospel of Matthew. Sacra Pagina 1. Collegeville, MN: Liturgical, Book in which author s work is translated or edited by another Note 2 Raymond E. Brown, An Introduction to the Gospel of John, ed. Francis J. Moloney (New York: Doubleday, 2003), 125. Bibliographic Entry Brown, Raymond E. An Introduction to the Gospel of John. Edited by Francis J. Moloney. New York: Doubleday, Two authors [here also in a series with an editor] Note 2 Philip J. King and Lawrence E. Stager, Life In Biblical Israel, Library of Ancient Israel, ed. Douglas A. Knight (Louisville: Westminster John Knox, 2001), 135. Bibliographic Entry King, Philip J. and Lawrence E. Stager. Life In Biblical Israel. Library of Ancient Israel, edited by Douglas A. Knight. Louisville: Westminster John Knox, More than three authors Note 2 Bruce C. Birch et al., A Theological Introduction to the Old Testament (Nashville: Abingdon, 1999), 136. Bibliographic Entry Birch, Bruce C., Walter Brueggemann, Terence E. Fretheim and David L. Petersen. A Theological Introduction to the Old Testament. Nashville: Abingdon, St Mary's Seminary & University Student Writing Guide 22

26 ARTICLES: General Information Footnotes or Endnotes for Citations from and References to Articles The first line only is indented. Generally, a comma separates items from each other. Each note ends with a period. Author s first name + last name, Article Title: subtitle [if any, also placed within quotation marks and preceded by a colon], Title of Journal [italicized] Volume, no. Number [if either or both], (Date of Publication): Page number of specific citation [do not use the word page or abbreviations such as p. or pp.]. 2 Michael W. Harris, African American Religious History in the 1980s: A Critical Review, Religious Studies Review 20, no. 4 (1994): 265. Shortened Form for Subsequent Footnotes [Note: Some faculty members do not allow Ibid. or restrict the use of Ibid. to same page footnotes only. Please check with your professor.] Use Ibid. for notes that follow immediately after notes for the same source. For other subsequent notes, use a shortened form that includes the author s last name, a shortened form of the title, and the page reference. [Note placement of comma inside end quotation mark after the article title.] 2 Harris, African American Religious History, 275. Bibliography Format for Articles The first line begins at the left margin; subsequent lines are indented. Generally, a period separates items. Each entry ends with a period. Author s last name, first name. Article Title [including colon and subtitle if any]. Title of Journal Volume, no. Number [if either or both] (Date of Publication): xx-yy (Range of pages for entire article). Harris, Michael W. African American Religious History in the 1980s: A Critical Review. Religious Studies Review 20, no. 4 (1994): Examples of Turabian Citations: Articles Article in a journal Note Bibliographic Entry 2 Xavier Léon-Dufour, Reading the Fourth Gospel Symbolically, New Testament Studies 27 ( ): 442. Léon-Dufour, Xavier. Reading the Fourth Gospel Symbolically. New Testament Studies 27 ( ): * *Note: The colon shown here is used before page numbers only for journal articles; for books, chapters in books, etc., a comma is used. Signed Article in Edited Book/Encyclopedia/Dictionary Note 2 Richard J. Dillon, Acts of the Apostles, in The New Jerome Biblical Commentary, ed. Raymond E. Brown et al. (Englewood Cliffs, NJ: Prentice Hall, 1990), 745. Bibliographic Entry Dillon, Richard J. Acts of the Apostles. In The New Jerome Biblical Commentary, ed. Raymond E. Brown, Joseph A. Fitzmyer, and Roland E. Murphy Englewood Cliffs, NJ: Prentice Hall, St Mary's Seminary & University Student Writing Guide 23

27 Electronic, Unpublished, and Special Sources: General Information Footnotes or Endnotes for Citations from and References to Articles in Online Journals The first line only is indented. Generally, a comma separates items from each other. Each note includes the URL and Date of Access and ends with a period. For articles that have a DOI, eg /660696, add before the DOI and use it in the place of a URL. For example: Database names may be used instead of a URL. Author s first name + last name, Article Title: subtitle [if any, also placed within quotation marks and preceded by a colon], Title of Journal [italicized] Volume, no. Number [if either or both], (Date of Publication), Page Number [if available] OR under Descriptive Locator, [if necessary to give reader location; an example would be a heading that appears above the text], accessed Month dd, yyyy [date on which you read the electronic source], URL. 2 Hanna Stettler, Sanctification in the Jesus Tradition, Biblica 85 (2004): 265, accessed April 3, 2005, Shortened Form for Subsequent Footnotes Use Ibid. for notes that follow immediately after notes for the same source. For other subsequent notes, use a shortened form that includes the author s last name, a shortened form of the title, and the page reference. [Note placement of comma inside end quotation mark after the article title.] 2 Stettler, Sanctification, 265. Bibliography Format for Articles in Online Journals The first line begins at the left margin; subsequent lines are indented. Generally, a period separates items. Each entry contains the URL and access date and ends with a period. For articles that have a DOI, eg /660696, add before the DOI and use it in the place of a URL. For example: Database names may be used instead of a URL. Author s last name, first name. Article Title [including colon and subtitle if any]. Title of Journal Volume, no. Number [if either or both] (Date of Publication): xx-yy (Range of pages for entire article, if available). Accessed [month dd, year]. URL/database. Stettler, Hanna. Sanctification in the Jesus Tradition. Biblica 85 (2004): Accessed April 3, Note: URLs are lengthy; sometimes it is necessary to insert a space into the URL so that the lines in the citation can break normally. Insert the space between parts of the URL, never in the middle of a word. Other Electronic Sources For information on documenting other electronic sources such as electronic books, websites, and online reference works, please consult Turabian, primarily chapters 16 and 17, with special St Mary's Seminary & University Student Writing Guide 24

28 attention to 15.4, , , , , , , 17.7, , and Unpublished Sources Generally, instructors do not require course lectures or class discussions to be cited as source material. However, lectures outside of class, as well as personal interviews, may be used a source material and must be cited. Unpublished sources may be used so long as they are cited. A typical citation will need the author s name, the title of the work (if there is one), what it is (eg. manuscript, journal, photograph, letter, etc.), date, and where it can be found. Author s last name, first name. Title [including colon and subtitle if any]. Document type, where found/given, date. Smith, Jane J. St. Mary s: An Historical Analysis. PhD diss, St. Mary s Seminary & University, For Footnotes: Auther s first name last name, Title [including colon and subtitle if any], document type, where found/given, date. 2 Jane J. Smith, St. Mary s: An Historical Analysis, PhD diss, St. Mary s Seminary & University, Personal Interview In citations for interviews and personal communications, the name of the person interviewed or the person from whom the communication is received should be listed first. This is followed by the name of the interviewer or recipient, if given, and supplemented by details regarding the place and date of the interview/communication. Unpublished interviews and personal communications (such as face-to-face or telephone conversations, letters, s, or text messages) are best cited in text or in notes rather than in the bibliography: 2 Fr Thomas Burke in discussion with the author, September Fr Edward Griswold, message to the author, September Special Types of Sources For use of the Bible and other sacred texts, see Turabian and Cite biblical sources parenthetically or in notes, using traditional or shortened abbreviations for the names of books and Arabic numerals for chapters and verses and the version on the first reference: 1 Cor. 6:1-10 (NAB). For use of encyclopedias and dictionaries, see Turabian Usually, these sources will be cited in notes, but not in bibliographies. For sources and information not covered in Turabian, see the SBL Handbook of Style (Hendrickson, 1999), which is available in the library. St Mary's Seminary & University Student Writing Guide 25

29 Citations of Catholic Sources Using Turabian Papal Documents Note: 10 Pope Benedict XVI, Encyclical Letter. Caritas in Veritate [Charity in Truth] (Vatican / Washington, DC: USCCB, 2009), 3. Bib: Benedict XVI, Pope. Encyclical Letter. Caritas in Veritate [Charity in Truth]. Vatican / Washington, DC: USCCB Note: 11 Pope John Paul II, Apostolic Exhortation, Catechesi Tradendae [Catechesis in Our Time] (Vatican / Washington DC: USCCB, 1979), 18. Bib: John Paul II, Pope. Apostolic Exhortation, Catechesi Tradendae [Catechesis in Our Time].Vatican / Washington, DC: USCCB Note: 12 Pope John Paul II, Apostolic Letter, Rosarium Virginis Mariae [On the Most Holy Rosary] (Vatican / Washington, DC: USCCB, 2002), 25. Bib: John Paul II, Pope. Apostolic Letter, Rosarium Virginis Mariae [On the Most Holy Rosary].Vatican / Washington: USCCB Note: 13 Pope Pius XII, Encyclical Letter. Humani Generis [Concerning Some False Opinions Threatening to Undermine the Foundations of Catholic Doctrine] (Vatican, 1950), 12. Bib: Pius XII, Pope. Encyclical Letter. Humani Generis [Concerning Some False Opinions Threatening to Undermine the Foundations of Catholic Doctrine]. Vatican Roman Curia Note: 14 Congregation for Divine Worship and the Discipline of the Sacraments, Instruction, Redemptionis Sacramentum [Instrucion on certain matters to be observed or to be avoided regarding the Most Holy Eucharist] (Vatican, 2004), 87. Bib: Congregation for Divine Worship and the Discipline of the Sacraments. Instruction, Redemptionis Sacramentum [Instrucion on certain matters to be observed or to be avoided regarding the Most Holy Eucharist]. Vatican Note: 15 Congregation for the Doctrine of the Faith (CDF), Doctrinal Document, Dignitas Personae [Instruction on Certain Bioethical Questions] (Vatican, 2008), 12. Bib: Congregation for the Doctrine of the Faith (CDF). Doctrinal Document, Dignitas Personae [Instruction on Certain Bioethical Questions]. Vatican Note: 16 Congregation for Catholic Education. Guidelines for the Use of Psychology in the Admission and Formation of Candidates for the Priesthood (Vatican, 2008), 2. Bib: Congregation for Catholic Education. Guidelines for the Use of Psychology in the Admission and Formation of Candidates for the Priesthood. Vatican St Mary's Seminary & University Student Writing Guide 26

30 Note: 17 Synod of Bishops. XII Ordinary General Assembly: The Word of God in the Life and Mission of the Church, Message to the People of God at the Conclusion of the XII Ordinary Assembly (Vatican, 2008), 8. Bib: Synod of Bishops. XII Ordinary General Assembly: The Word of God in the Life and Mission of the Church, Message to the People of God at the Conclusion of the XII Ordinary Assembly. Vatican Vatican Documents Note: 18 Vatican Council II, Gaudim et Spes [Pastoral Constitution on the Church in the Modern World]. In Vatican Council II: The Conciliar and Post Conciliar Documents, vol. 1, ed. Austin Flannery, O.P., 5th ed., rev. ed. (Northport, NY: Costello Publishing Company, 2004), 10. Bib: Vatican Council II. Gaudim et Spes [Pastoral Constitution on the Church in the Modern World]. In Vatican Council II: The Conciliar and Post Conciliar Documents. Vol. 1. Edited by Austin Flannery, O.P., th ed. Rev. ed. Northport, NY: Costello Publishing Company, USCCB Documents Note: 19 USCCB. Go and Make Disciples, A National Plan and Strategy for Catholic Evangelization in the United States (1993; repr., Washington, DC: USCCB, 2002), 4 5. Bib: USCCB. Go and Make Disciples, A National Plan and Strategy for Catholic Evangelization in the United States Reprint, Washington, DC: USCCB, Classical Theological Works Note: 20 Thomas Aquinas, Summa Theologiae (henceforth cited as ST) I, 103.4, trans. the Fathers of the English Dominican Province, (New York: NY, Benziger Brothers, 1948). Abbreviated Note: 21 ST I II, 90.1 Bib: Aquinas, Thomas. Summa Theologiae. Translated by the Fathers of the English Dominican Province. New York: NY, Benziger Brothers, St Mary's Seminary & University Student Writing Guide 27

31 Citation of Theological Dictionaries, Commentaries, Study Bibles, and Catechism Theological Dictionary / Encyclopedia: Note: Rosemary Radford Ruether, Feminist Theology, in The New Dictionary of Theology, ed. Joseph A. Komonchak, Mary Collins, and Dermot A. Lane (Wilmington, DE: Michael Glazier, 1988), Bib: Ruether, Rosemary Radford. Feminist Theology. In The New Dictionary of Theology. Edited Komonchak, Joseph A., Mary Collins, and Dermot A. Lane. Wilmington, DE: Michael Glazier, Note: John Drury, Luke, in The Literary Guide to the Bible, ed. Robert Alter and Frank Kermode (Cambridge, MA: Harvard UP, 1987), Bib: Drury, John. Luke. In The Literary Guide to the Bible. Edited Alter, Robert and Frank Kermode. Cambridge, MA: Harvard UP, Biblical Commentary multivolume work Note: Richard N. Longenecker, Acts, in John and Acts, vol. 9, The Expositor s Bible Commentary: With the New International Version, ed. Frank E. Gaebelein (Grand Rapids: Zondervan, 1981), 205. Bib: Longenecker, Richard N. Acts. In John and Acts. Volume 9, The Expositor s Bible Commentary: With the New International Version. Grand Rapids: Zondervan, Note: Joseph A. Fitzmeyer, The Gospel According to Luke, vol. 28, The Anchor Bible (Garden City, NY: Doubleday, 1983), 75. Bib: Fitzmeyer, Joseph A. The Gospel According to Luke. Volume 28 of The Anchor Bible. Garden City, NY: Doubleday, single volume Note: Jane Schaberg, Luke, in The Woman s Bible Commentary, ed. Carol A. Newsom and Sharon H. Ringe (Louisville: Westminster / John Know, 1992), 275. Bib: Schaberg, Jane. Luke. In The Woman s Bible Commentary. Edited Newsom, Carol A. and Sharon H. Ringe. Louisville: Westminster/John Knox, Study Bibles (Bible passages should be cited by chapter and verse, not by page number) Note: J.D. Douglas, ed, The New Greek-English Interlinear New Testament (Wheaton, IL: Tyndale, 1990). Bib: Douglas, J.D., Editor. The New Greek-English Interlinear New Testament. Wheaton, IL: Tyndale, St Mary's Seminary & University Student Writing Guide 28

32 Note: Wayne A. Meeks, ed, The Harper Collins Study Bible, New Revised Standard Version (New York: Harper Collins, 1989). Bib: Meeks, Wayne A., General Editor. The Harper Collins Study Bible, New Revised Standard Version. New York: Harper Collins, Catechism of the Catholic Church Note: Catholic Church, The Effects of Confirmation, in the Catechism of the Catholic Church, 2 nd ed. (Vatican: Libreria Editrice Vaticana, 2012), no Bib: Catholic Church. The Effects of Confirmation. Catechism of the Catholic Church, 2 nd edition. Vatican: Libreria Editrice Vaticana, St Mary's Seminary & University Student Writing Guide 29

33 Title Pages and Headings Following are title pages and headings that can serve as models. These are not standard required forms; individual professors may have specific requirements for when to use title pages, when to use headings on the first page of the paper, and what form these should take. Title Page (based on Turabian guidelines) Center the title about one third of the way down the page. If there is a subtitle, place a colon after the main title and type the subtitle on the next line. About a third of the way from the bottom of the page, type your name and other information requested by the instructor such as the course number and date. Do not insert page numbers on the title page. Major Forms of Christian Art: From Mosaics to Stained Glass Lee Witherall SP702.1 May 5, 2010 Headings on First Page of Paper Turabian notes that titles may be on the first page of a paper, but the book does not provide a model. Lee Witherall SP702.1 May 5, 2010 Major Forms of Christian Art: From Mosaics to Stained Glass The example illustrated to the right includes the student s name, the class identification, and the date in a heading. The title of the paper is centered below the heading. Note the colon between the title and subtitle. For some assignments, a citation will be placed where the title is on this sample. In this case, the title of the assignment (i.e., Summary) may appear in the heading. St Mary's Seminary & University Student Writing Guide 30

34 Appendix I: Sample Papers Book Review Comparison Critique Pastoral Narrative Research Paper Exegesis St Mary's Seminary & University Student Writing Guide 31

35 Book Review Burtchaell, James Turnstead. For Better or Worse: Sober Thoughts on Passionate Promises. Mahwah, NJ: Paulist Press, 1985 In his book For Better, For Worse, James Tunstead Burtchaell offers a realistic look of what it takes to sustain a fruitful marriage and family. In his no holds barred account of marriage and family life, he does not mince words as he describes that to be successful in marriage, one must be self-sacrificing and willing to give his or herself totally to the relationship. He makes it clear that there are no guarantees in marriage and that the commitment promised at the beginning of the marriage is a commitment of life and death. The words til death do us part represent a sobering reality that all couples must face when entering marriage. There is no way to see the road ahead, and this means accepting your partner in all that he or she is, and will be. The only way to do this is to lay one s life on the line and say, I give you and our children my whole self and I hold nothing back. Burtchaell begins with a treatment of marriage that is not for the faint of heart. As a matter of fact, he even makes the argument that what Catholics have in mind when they talk of Christian marriage is actually nothing short of crazy. He also mentions that Catholics do not govern marriage, or even claim an exclusive enterprise on marriage, what we do is preach marriage. We preach a marriage that can only be understood in light of our faith. Burtchaell makes the point that it would be senseless for Catholics to urge on others our vision of marriage if they do not share our vision of Jesus and faith (Burtchaell, 20). Having established that our understanding of marriage must be seen in light of our faith in Jesus Christ, he goes onto explain how extreme this faith really is. In the 19 th chapter of Matthew s Gospel, Jesus expresses how extreme his ministry is in two consecutive narratives. The first is Jesus denial of divorce which had previously been allowed by the Mosaic Law. In Mt. 1

36 19:6 Jesus says, What God has united man must not divide, and follows it up with The man who divorces his wife and marries another is guilty of adultery against her (Mt. 19:9). Following this Jesus relates the story of the young man who asks what it takes to be a disciple. While the young man fulfills the commandments, he nonetheless falls short, as he is not able to give up everything and follow Jesus. According to Burtchaell the teaching on divorce and the story of the young man both represent the radical commitment of Christian marriage. In these two stories, Jesus is breaking with tradition. Tradition held that When a young man became an adult he accepted his divinely specified obligations. He entered life with open eyes; he knew what he was undertaking (Burtchaell, 22). In this way it seems that the law actually provided a level of security and eased commitment, as one knew what to expect. However, Jesus s teaching was much more radical, he was calling people to move away from a life governed by the law to a life of dedication to other people. While this new teaching had fulfilled the law, it was actually more demanding than the law itself. People were now being called to a life that was not planned out, and to which they could never know what was demanded of them. It was a radical commitment because it was saying, I follow you regardless of what lies ahead and with the understanding that what lies ahead is not likely what I expect. Burtchaell relates this to marriage. He explains that when a Jew married in Jesus time, he knew what was ahead of him. His future was essentially prescribed and he was able to accept this commitment, because he entered with eyes wide open. What Jesus did in renouncing divorce was to eliminate a marriage of caution and require a person to bind themselves to another person, rather than to a set of conditions. This was a radical move as it was inherently a risk. One cannot calculate the future, and therefore, has to enter a marriage where each one s claim on the generosity of the other was open-ended (Burtchaell, 24). 2

37 This open-ended commitment to marriage will be the underlying theme in marital and family commitment throughout the book. It is the radical commitment of Jesus Christ to the Father, and the radical commitment of the disciples to Jesus. It calls for a completely open pledge of husband to wife, wife to husband, and parents to children. It is a total self-surrender to those who one commits to, and it is a pledge made without any future guarantees. The nature of the pledge is very difficult as it is made with unspecified terms of service. This is significant to Burtchaell as he argues that it is through pledging that humans reach full maturity. Having established the importance of the pledge, Burtchaell continues his treatment of Christian marriage with the understanding that if one is going to make the radical pledge that is necessary for a fruitful marriage, then the courtship is crucial to the marriage. The courtship according to Burtchaell is less about who the person marries, than how they marry. Courtship is not only about coming to believe someone is right for you, rather, it is about what makes you right for each other. Each person needs to honestly be asking themselves, what draws me to him or her, while being open to all answers, good and bad. It is in this stage when it is wise to meet family members and friends that offer honest information about one s potential spouse, and to get their take on the relationship. A courtship experienced only between two partners is one that is more likely to fail in marriage. It is also in the context of courtship, especially in modern times, that sex is introduced into the relationship. Here, Burtchaell argues that the Catholic tradition is often misunderstood in its views of sex. The Church is often seen as very negative in the area of sex, while Burtchaell argues that it is actually the opposite. He offers a brief but poignant summary of the churches teaching on sex. The Church has two fairly simple teachings about sex. The first is that sex is supposed to mean what marriage is supposed to mean. The second is that sex reveals meaning (Burtchaell, 33). 3